Understanding Gay and Lesbian Youth: Lessons for Straight School Teachers, Counselors, and Administrators
Understanding Gay and Lesbian Youth assists the classroom teacher, school counselor, and administrator in relating to gay and lesbian youth and creating accepting and supportive learning climates. David Campos begins with a discussion of the current state of affairs regarding gay and lesbian youth in schools, including a discourse on the developmental milestones, and provides practical strategies for working effectively with these students. The text, concise, yet comprehensive, features: ·...
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Understanding Gay and Lesbian Youth assists the classroom teacher, school counselor, and administrator in relating to gay and lesbian youth and creating accepting and supportive learning climates. David Campos begins with a discussion of the current state of affairs regarding gay and lesbian youth in schools, including a discourse on the developmental milestones, and provides practical strategies for working effectively with these students. Lynn Evarts - VOYA The stated purpose of this book is to "transform you into an ally, not necessarily an advocate." To that purpose, Campos addresses his book to teachers similar to the hypothetical Mrs. Kendall in the opening vignette titled, "They Weren't About to Change My Mind." The offerings in this book range from developmental milestones of gay, lesbian, bisexual, and transgendered (GLBT) students to tips for school counselors and administrators. Chapters include information boxes, reflect-and-write suggestions, an idea file for further research, and a list of references consulted. The book suffers from trying to do too much, however. It cannot decide whether it is an informational book about GLBT issues, a workbook for practicing educators, or a handbook of lists for creating a positive school environment. Although none of those three goals is unworthy, attempting to combine them all into one book leaves the reader feeling a bit overwhelmed. Because the stated goal is to create allies out of those educators who may be resistant to GLBT issues, this combination approach to information may easily defeat them. Another concern is that some suggestions are counter to what a great deal of other literature tells one to do. For example, one of the things teachers are told not to do if a student comes out to them is to "encourage the student to explore the GLBT community" or "encourage the student to attend gay and lesbian pride parades or political and social events." If done within the bounds of the student's level of safety, these are perfectly reasonable suggestions to make. They could help the student find others to relate to and to talk with. Also a bit disconcerting about this book is the highlydetailed chapter on the school counselor and GLBT students. A school counselor should not need to be told to "monitor your attitudes, biases, and beliefs." As much as educators need a book to address the concerns of those who are not yet allies, this book has too many flaws to receive a wholehearted endorsement. 2005, Rowman & Littlefield, 410p.; Index. Source Notes. Further Reading. Appendix., PLB and pb. Ages adult professional.
Ch. 1Introduction : you're straight, not narrow1Ch. 2Facts and statistics about gay and lesbian youth17Ch. 3Developmental milestones you should know43Ch. 4Safe schools and legal standards : these youth need to be protected65Ch. 5Terms and symbols defined103Ch. 6Refuting the myths119Ch. 7History of the gay and lesbian community141Ch. 8Famous gay and lesbian persons and resourceful organizations181Ch. 9Developing support in your learning community205Ch. 10School counselors and their gay and lesbian students243Ch. 11The school administrator and the protection of gay and lesbian students291Ch. 12Resources for schools317
\ VOYAThe stated purpose of this book is to "transform you into an ally, not necessarily an advocate." To that purpose, Campos addresses his book to teachers similar to the hypothetical Mrs. Kendall in the opening vignette titled, "They Weren't About to Change My Mind." The offerings in this book range from developmental milestones of gay, lesbian, bisexual, and transgendered (GLBT) students to tips for school counselors and administrators. Chapters include information boxes, reflect-and-write suggestions, an idea file for further research, and a list of references consulted. The book suffers from trying to do too much, however. It cannot decide whether it is an informational book about GLBT issues, a workbook for practicing educators, or a handbook of lists for creating a positive school environment. Although none of those three goals is unworthy, attempting to combine them all into one book leaves the reader feeling a bit overwhelmed. Because the stated goal is to create allies out of those educators who may be resistant to GLBT issues, this combination approach to information may easily defeat them. Another concern is that some suggestions are counter to what a great deal of other literature tells one to do. For example, one of the things teachers are told not to do if a student comes out to them is to "encourage the student to explore the GLBT community" or "encourage the student to attend gay and lesbian pride parades or political and social events." If done within the bounds of the student's level of safety, these are perfectly reasonable suggestions to make. They could help the student find others to relate to and to talk with. Also a bit disconcerting about this book is the highlydetailed chapter on the school counselor and GLBT students. A school counselor should not need to be told to "monitor your attitudes, biases, and beliefs." As much as educators need a book to address the concerns of those who are not yet allies, this book has too many flaws to receive a wholehearted endorsement. 2005, Rowman & Littlefield, 410p.; Index. Source Notes. Further Reading. Appendix., PLB and pb. Ages adult professional. \ —Lynn Evarts\ \
